School etc

Ward End Primary School

Ward End Primary School
Ingleton Road
West Midlands

phone: 0121 4645424

headteacher: Mrs Suzanne Rose

reveal email: s.r…

school holidays: via Birmingham council

726 pupils aged 3—10y mixed gender
840 pupils capacity: 86% full

360 boys 50%


365 girls 50%


Last updated: July 30, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 411560, Northing: 288925
GPS coordinates
Latitude: 52.498, Longitude: -1.8311
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 22, 2012
Region › Const. › Ward
West Midlands › Birmingham, Hodge Hill › Hodge Hill
Urban > 10k - less sparse
Free school meals %

rooms to rent in Birmingham

Schools nearby

  1. 0.3 miles Bethel Christian School B82QU
  2. 0.4 miles Washwood Heath Nursery School B82SY (170 pupils)
  3. 0.4 miles Sladefield Infant School B82TJ (360 pupils)
  4. 0.5 miles Thornton Primary School B82LQ (723 pupils)
  5. 0.5 miles Hodge Hill College B368HB (1158 pupils)
  6. 0.6 miles Hodge Hill Girls' School B368EY (748 pupils)
  7. 0.6 miles Braidwood School for the Deaf B368AF (64 pupils)
  8. 0.6 miles Ward End Community College B82LS (78 pupils)
  9. 0.7 miles Leigh Junior Infant and Nursery School B82YH
  10. 0.7 miles Washwood Heath Technology College B82AS
  11. 0.7 miles Hodge Hill Primary School B368LD (718 pupils)
  12. 0.7 miles Washwood Heath Academy B82AS (1363 pupils)
  13. 0.7 miles Leigh Primary School B82YH (544 pupils)
  14. 0.8 miles Bromford Infant School B368JH
  15. 0.8 miles Highfield Junior and Infant School B83QF (838 pupils)
  16. 0.8 miles Nansen Primary School B83HG
  17. 0.8 miles Bromford Junior School B368JH
  18. 0.8 miles Park View Business and Enterprise School B83HG
  19. 0.8 miles Park View School the Academy of Mathematics and Science B83HG (619 pupils)
  20. 0.8 miles Nansen Primary School - A Park View Academy B83HG (871 pupils)
  21. 0.9 miles Highfield Nursery School B83QU (105 pupils)
  22. 0.9 miles Tame Valley Community School B368QJ
  23. 0.9 miles Tame Valley Academy B368QJ (226 pupils)
  24. 1 mile Shaw Hill Primary School B83AN (472 pupils)

List of schools in Birmingham

School report

Ward End Primary School

Ingleton Road, Birmingham, B8 2RA

Inspection dates 22–23 November 2012
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

The progress that pupils make is amongst the
Senior leaders provide a clear sense of
Pupils think for themselves and learn
Teaching assistants have been well trained.
Government funding has been used very well
very best in the country and they leave with
high standards.
direction and have a positive impact on
improving teaching and achievement. In this,
they are ably supported by middle leaders
and governors. There is a strong culture of
continuous improvement in the school.
independently. They love learning and
participate exceptionally well in lessons.
They know just what to do in the classroom
and use their initiative to support all pupils’
to provide extra support for those pupils who
most need it.

There are warm relationships and strong
The best teachers share good practice through
Teachers ask questions that make pupils think,
Governors support the school strongly but also
Progress is not as fast in Years 3 and 4
Although attendance is improving, it is not high
mutual respect between staff and pupils.
Pupils feel safe in school and they are taught
how to stay safe.
team teaching that helps all teachers improve.
and pupils use their thinking to ask teachers
interesting and relevant questions. This helps
deepen their learning.
ask challenging questions and help the school
to think strategically.
because the marking for these pupils is not as
enough, especially for the youngest pupils.

Inspection report: Ward End Primary School, 22–23 November 2012 2 of 9

Information about this inspection

  • Inspectors observed 34 lessons, three of which were joint observations with senior staff. In
    addition, inspectors made a number of short visits to classrooms.
  • Meetings were held with staff, groups of pupils and the chair and vice chair of the governing
    body. There were also informal discussions with parents in the playground before school.
  • Inspectors listened to pupils read and scrutinised work in their books.
  • They looked at the school development plan and school documentation about pupils’ progress,
    procedures for safeguarding pupils and the monitoring of staff performance. They also looked at
    the analysis of the use of funding received through the pupil premium.
  • Inspectors took account of the 22 responses by parents to the online questionnaire (Parent
    View) as well as the results of a recent survey of parents conducted by the school. They also
    scrutinised 45 staff questionnaires.

Inspection team

Mary Le Breuilly, Lead inspector Additional inspector
David Driscoll Additional inspector
Martin Budge Additional inspector
Jeffrey Plumb Additional inspector
Inspection report: Ward End Primary School, 22–23 November 2012 3 of 9

Full report

Information about this school

  • The school is larger than the average primary school and has been expanded to take on two
    extra classes each year so that there are currently four classes in each year of Reception and
    Year 1, three classes in Year 2 and two classes in Years 3, 4, 5 and 6.
  • Almost all the pupils come from a range of minority ethnic backgrounds, with the largest group
    of pupils being from a Pakistani background. The proportion of pupils who are learning English
    as an additional language is high.
  • The proportion of pupils known to be eligible for the pupil premium is high. This is additional
    Government funding provided to support pupils in local authority care, those from Forces
    families, and those who are known to be eligible for free school meals.
  • The proportion of pupils on school action is average and the proportion of pupils on school
    action plus or with a statement of special educational needs is above average.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Work with parents to improve the attendance and punctuality of children in Reception and
    Year 1.
  • Ensure that marking in Years 3 and 4 meets the high standards of the best marking in school
    and helps children to understand what their next steps in learning should be.
Inspection report: Ward End Primary School, 22–23 November 2012 4 of 9

Inspection judgements

The achievement of pupils is outstanding
  • Most children start school with skills that are well below those typical for their age. They make
    excellent progress in Nursery and Reception because teachers and other adults help them to
    improve their speaking and listening skills and because they provide activities that make learning
    interesting and engaging. Letter sounds and counting skills are taught in ways that make the
    children want to learn them. By the time they leave Reception, children’s skills are close to those
    typical for their age.
  • Pupils make outstanding progress overall, and particularly in Key Stage 2 where progress has
    been in the top 1% of all schools nationally for the past two years. As a result, attainment is in
    line with national averages at the end of Key Stage 1 and well above average at the end of Key
    Stage 2. This exceptional progress is made because teachers make lessons interesting and help
    pupils to build successfully on their experiences in previous years. Teachers and teaching
    assistants provide different work for pupils in the class that is challenging enough to stretch
    every pupil and to move them on in their learning. Pupils who are struggling are given highly
    effective support to help them catch up.
  • Disabled pupils and those who have special educational needs make very rapid progress. The
    number of pupils on the special needs register drops at the end of Key Stage 1 because many
    pupils have made so much progress that they no longer need extra support.
  • Pupils develop a love of reading and, as a result of this and of the highly effective teaching that
    they receive, standards in reading are well above the national average at the end of Key Stage
  • Pupils who speak English as an additional language make very rapid progress and quickly
    acquire the English they need for learning.
  • The pupil premium allows pupils to be taught in smaller groups and this helps them to make
    outstanding progress. These pupils make even better progress than their peers, narrowing the
    gap in attainment that is seen nationally.
  • Pupils in Years 3 and 4 make progress that is not quite as rapid as in other year groups, but
    progress accelerates again in the last two years of Key Stage 2.
The quality of teaching is outstanding
  • The outstanding progress made by pupils in recent years supports the view that the quality of
    teaching has been outstanding over time. Much of the teaching seen during the inspection was
    outstanding, and this, along with the excellent work seen in books, confirmed that this high
    quality of teaching is sustained.
  • Teachers have high expectations of their pupils. They provide work that is challenging in relation
    to pupils’ different abilities and encourage them in lessons and through marking. As a result,
    pupils are stretched and rise to the challenges they are set.
  • Lessons are lively and capture the interest of pupils. Teachers find different ways to engage
    children. For example, in a Year 4 lesson, role play was used to explore characters’ feelings, and
    this helped pupils to rehearse their ideas before writing them down.
Inspection report: Ward End Primary School, 22–23 November 2012 5 of 9
  • Teaching in the Early Years Foundation Stage is founded on purposeful and well-structured
    practical activities, indoors and outside, that show an excellent understanding of how young
    children learn. These activities engage the children well in developing key skills such as letter
    formation and counting. Children respond with enthusiasm and they work happily with adults or
    other children. A strong focus on speaking and listening supports the progress of all children,
    including those for whom English is not a first language.
  • Teachers provide many opportunities for pupils to practise basic literacy and numeracy skills
    across different subjects. This has helped to raise standards in English and mathematics.
  • Teachers provide extensive opportunities for pupils’ spiritual, moral, social and cultural
    development. For example, in a recent Rainforest project, pupils visited the Birmingham
    Botanical Gardens to see the rainforest plants for themselves, and they were able to reflect on
    the way the rainforests have an impact in Britain and the exploitation of the forest.
  • In Years 3 and 4, where progress is good rather than outstanding, teachers’ marking does not
    always help pupils to understand exactly what they have to do to improve, and does not follow
    through consistently where pupils have not understood a concept.
The behaviour and safety of pupils are outstanding
  • Teachers have high expectations for the behaviour of pupils. Pupils respond accordingly. They
    are calm, polite and helpful in class and around school.
  • Pupils’ attitudes to learning are first class. They have an eagerness to learn and ask questions
    that are probing.
  • Pupils are extremely proud of their school, of their own achievements and of the achievements
    of their peers. They are quick to describe the successes of other pupils. They take pride in their
    work and are keen to do their best.
  • Pupils feel safe in school. They are confident that bullying of any kind is almost unheard of and
    that rare, minor instances are dealt with swiftly and effectively so that all feel safe and secure in
  • Pupils understand how to keep safe in school and beyond. They appreciate, for example, the
    need for caution and safety when using the internet.
  • Attendance has been low for several years, though it is improving at faster than the national rate
    and attendance in the current school year is average. Much of the poor attendance can be
    attributed to pupils in Reception and Year 1 where parents do not always see with the
    importance of regular attendance at school. Pupils’ attendance improves as they move up the
    school as a result of the efforts the school makes to discourage avoidable absence. Too many
    children are also late to school, and this is again highest in Reception and Year 1.
The leadership and management are outstanding
  • This is a school with a culture of continuous improvement and with no place for complacency.
    The headteacher has high expectations of herself and of the staff. School leaders know the
    strengths and weaknesses of the school and plan well to build on the former and eliminate the
Inspection report: Ward End Primary School, 22–23 November 2012 6 of 9
  • The main focus for development has consistently been on improving the quality of teaching.
    There is a well-established culture of learning from each other through team teaching and
    sharing classroom practice. This has paid dividends in helping teachers and teaching assistants
    to continuously improve their effectiveness in the classroom.
  • The quality of teaching is monitored carefully by senior leaders and is used, along with the
    outcomes of performance management, to tailor support to individuals. All staff at school are
    very positive about the high quality of the professional development that they receive.
  • The school’s systems for checking pupils’ progress are very thorough and are used to identify
    and provide additional help for any pupil who is not making enough progress.
  • The range of subjects and activities taught is rich and exciting and makes pupils keen to learn.
    Pupils are provided with very good opportunities to develop their literacy, numeracy and
    communication skills across all subjects.
  • The school places great emphasis on equality of opportunity and ensures that every child,
    regardless of ability or background, is given the best education possible. Pupils are very well
    prepared to live in a diverse society.
  • The local authority regards this as a successful school and, consequently, offers very light touch
  • The school fully meets all safeguarding requirements.
  • The governance of the school is outstanding:
    Governors know the school well and, like the staff and pupils, they are extremely proud of it.
    They provide a high level of challenge and are actively involved in school planning. They
    understand their role as ‘critical friend’ is an important part of helping the school to continue
    to improve and they carry this role out very well. They know the strengths and weaknesses of
    the school, they understand performance data and they have a clear view of the quality of
    teaching and provision. They act to ensure that good teaching is appropriately rewarded and
    hold the headteacher to account for tackling any underperformance. The governing body has
    used the pupil premium highly effectively to provide additional staffing to ensure that eligible
    pupils receive enhanced support and attention. The outstanding progress made by these
    pupils shows that this approach has had a high impact. Governors play a role in strategic
    decisions, for example they have been involved in planning the leadership structure and in
    ensuring that senior and middle leaders are prepared for the next stage of their careers.
    Governors take part in relevant training and this has helped them to carry out their role more
Inspection report: Ward End Primary School, 22–23 November 2012 7 of 9

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and

requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

Inspection report: Ward End Primary School, 22–23 November 2012 8 of 9

School details

Unique reference number 103217
Local authority Birmingham
Inspection number 402909

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 624
Appropriate authority The governing body
Chair Jim Potter
Headteacher Suzanne Rose
Date of previous school inspection 29 April 2008
Telephone number 0121 4645424
Fax number 0121 4648988
Email address reveal email: enqu…


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